English Learners, Multilingual Learners, and Migratory Students bring rich cultural and linguistic assets to their school communities. However, persistent differences in academic achievement highlight the need to address opportunity gaps and accelerate learning for these students. Specialized knowledge, expertise, and systemic supports are essential in order to appropriately serve this growing population of students.
To help educators ensure access to high-quality instruction and build equitable systems in which all English Learners, Multilingual Learners, and Migratory Students can thrive, WestEd offers research, professional learning and services designed to strengthen learning outcomes.
By working directly with practitioners, English Learner and Migrant Education Services at WestEd partners with schools, districts, and states to:
- Understand the unique needs of English Learners, Multilingual Learners, and Migratory Students
- Address persistent opportunity gaps
- Design and deliver academically rigorous, culturally relevant instruction
- Create inclusive, strengths-based learning environments that recognize the cultural and linguistic assets of diverse student groups
- Provide access to education and health support services
- Build capacity through professional learning, comprehensive needs assessments, strategic improvement planning, and leadership development
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News & Events
We have partnered with state, regional, and school district leaders nationwide to build organizational capacity for strategic resource use and systemwide improvement. Below, we highlight featured projects which illustrate the depth and breadth of our work.
Raising the Bar: English Learners in Colorado Thrive Under High Expectations
WestEd collaborated with the Greeley-Evans School District (CO) to develop a Master Plan for English Learner Success and implement an integrated approach to high-quality instruction for English Learners of all proficiency levels. Schools have seen impressive growth in academic performance.
Embracing the Challenge: How a Wisconsin Elementary School Radically Improved Its Performance
After identifying areas of need, WestEd helped Fort Howard Elementary to implement a multifaceted, whole-child approach to improvement. Find out how Fort Howard achieved an “Exceeds Expectations” score on the state accountability rating.
This article explains a process through which teachers can scaffold students’ successful writing called the “Teaching and Learning Cycle" to best serve multilingual learners as well as English-proficient students.
This archived webinar provides an overview of chapter 4 of the CDE publication, Improving Education for Multilingual and English Learner Students: Research to Practice. The presenters describe evidence-based principles and classroom examples of how to best support the academic success of dual language learners.
Chapter 2: Asset-Based Pedagogy - Student, Family, and Community Engagement for the Academic and Social-Emotional Learning of Multilingual Students
This archived webinar provides an overview of chapter 2 of the CDE publication, Improving Education for Multilingual and English Learner Students: Research to Practice. The presenters addressed key aspects of the chapter, including why asset-based pedagogy is an educational imperative for multilingual students. They also discussed several ways asset-based pedagogy can promote the social, emotional, and academic development of multilingual students.
Chapter 6: Content and Language Instruction in Middle and High School: Promoting Educational Equity and Achievement Through Access and Meaningful Engagement
This archived webinar highlights the overview chaprovides an overview of chapter 6 of the CDE publication, Improving Education for Multilingual and English Learner Students: Research to Practice. Chapter 6 includes information on Integrated and Designated English Language Development and effective school and district systems. The presenters highlighted six interacting instructional practices promoted in the chapter that are essential for multilingual learner students in the secondary grades and highlight classroom vignettes that illustrate them in action.
Chapter 7: Creating Schools and Systems That Support Asset-Based, High-Quality Instruction for Multilingual Learners
This archived webinar provides an overview of chapter seven from the CDE publication, Improving Education for Multilingual and English Learner Students: Research to Practice. Chapter 7 introduces a framework for systemic continuous improvement that places multilingual learner (ML) students at the core and is guided by an assets-orientation and principles of high-quality ML instruction. The presenters showcased an example from the chapter of one system’s Aligned Continuous Improvement Model with a focus on articulation and alignment.
- Aída WalquiAída Walqui is the Director of the National Research and Development Center to Improve Education for Secondary English Learners. She has over five decades of experience improving the expertise of teachers and educational leaders to deepen and accelerate the linguistic and academic achievement of English Learners.View Full Bio
- Haiwen ChuHaiwen Chu is a Senior Research Associate with WestEd’s English Learner Services. He works with schools and districts directly to improve instruction for English learners while also contributing widely to the field of educational research.View Full Bio
- Molly Faulkner-BondMolly Faulkner-Bond is a Senior Research Associate with WestEd’s English Learner Services who collaborates with educators, researchers, and communities to strengthen the field of education research, increase the use and utility of educational research results, substantively impact teaching and learning, and improve educational outcomes for linguistically and culturally diverse learners.View Full Bio
- Pamela SpycherPamela Spycher is a Senior Research Associate with WestEd’s English Learner Services. She works to improve educational experiences and outcomes for students in preschool through high school by engaging educators at all levels of the system to improve educational access and equity.View Full Bio
- Debra BenitezDebra Benitez is the Director of Migrant Education Special Projects. She works to support educational leaders to better define organizational values, build capacity in systems change, and develop inclusive programming to address inequities and improve outcomes for migratory students and students served in special education.View Full Bio